Lammas School

What Ofsted said

From the inspection on 10 March 2026

Pupils experience a calm, orderly and welcoming school. They are kept safe. Staff supervise corridors, playgrounds and social spaces closely and maintain structured routines across the school. Pupils understand and live up to the expectations that teachers and pastoral staff have for their conduct. Many pupils describe how much behaviour has improved over time. Routine starts to lessons and calm transitions with polite greetings at the classroom door help pupils to settle quickly and be ready to learn. Bullying or unkind behaviour is rare. Pupils know that staff take any concerns seriously and deal with issues promptly. Pupils enjoy many aspects of school, particularly where lessons are clear, well explained and build on what they have learned before. Some pupils, including those new to speaking English as an additional language, talk positively about the support they receive. This includes, for example, specific reading and language interventions to help pupils to access learning. Pupils also describe how careers guidance gives them confidence about their next steps. While there have been improvements across curriculum subjects and teaching, some pupils’ experience of day-to-day learning remains uneven. These pupils find it difficult to recall earlier knowledge, which affects how well they achieve over time. Pupils feel that they belong here. They speak warmly about trusted adults and pastoral staff who know them well. Pupils value the many ways they can be helped with their wellbeing, such as through counselling and mentoring. Many pupils take part in clubs, sports events and cultural and academic visits. Disadvantaged pupils receive the support they need so that they can join in too. Pupils understand fairness, respect and healthy relationships, and they talk thoughtfully about important matters, including consent and equality. They are proud of how things are improving across the school, both academically and in their relationships with peers and staff.

What the school should improve

• Leaders should secure consistent implementation of the school’s agreed approach to teaching across all subjects and phases in order to secure the necessary improvements in pupils' achievement. This includes embedding the agreed inclusion strategies for pupils with additional barriers, as well as time for pupils to practise and apply learning with increasing independence.
• Leaders should improve and develop the school's work to ensure that pupils who are still developing foundational skills, especially in English and writing, consistently receive appropriate and effective support, and in turn achieve well.

Read the full Ofsted report (opens in a new tab)